Feedback on Using Virtual Classrooms for Teaching Blended Computer Science and Information...

Salha M. Alzahrani, & Abdulrahman M. Al-Zahrani

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.المحتوى الرقمي التعليمي المبدع: المحور الثاني

Theme II: Creative Digital Learning Content.

Feedback on Using Virtual Classrooms for Teaching Blended

Computer Science and Information Technology Courses at

Taif University


Feedback on Using Virtual Classrooms for Teaching Blended…

4th – International Conference For e-learning & Distance Education 1< <

Feedback on Using Virtual Classrooms for Teaching Blended Computer

Science and Information Technology Courses at Taif University

Salha M. Alzahrani)1(, and Abdulrahman M. Al-Zahrani

)2(

Abstract: Using technology for teaching Computer Science (CS) and Information Technology (IT)

courses is an uncomplicated task because enrolled students are technically skillful and machinery

familiar. This paper presents a study of using blended online teaching method for CS and IT courses

conducted at the College of Computers and Information Technology (CIT) in Taif University. The

courses were directed in 2013 and early of 2014. A total of 42 teaching hours in each course were

blended as 31-hour traditional face-to-face classes and 11-hour online classes which were held using

the virtual classrooms in the Blackboard. Supporting technology-based activities such as online

quizzes, forums and discussions, online assignments submission and feedback were incorporated with

the blended learning. Students’ reflection and feedback have been obtained and presented in this work

using qualitative and quantitative methods. Through a course hashtag on the social networks, students

were able to express freely their opinion on learning via the virtual classrooms. The data shows that

the students positively express their involvement and understanding during the online sessions. A

questionnaire given to a number of students (N=60), using the polling tool in the Blackboard

Collaborate tool, shows that above 80% benefit from the online classes.

Keywords: Blended learning, Computer science, Information technology, Online course, Virtual

classroom.

(1) Assistant Professor, Department of Computer Science, College of Computers and Information

Technology, Taif University. e-mail: Salha M. Alzahrani

(2) Assistant Professor, Educational Technology, College of Education, King Abdulaziz University.

e-mail: [email protected]


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1. Introduction

Using technology for teaching is an inspiring duty for the university professors at this

decade. Professional use of technology in a lesson certainly pushes the students to become

more involved in learning the new concepts, organizing the course themes, and digesting the

key ideas. According to Barnett et al.,

“The inclusion of learning technologies within education in all levels is becoming a

reality; it is something institutions, departments, and individual members of staff cannot

ignore it” (Barnett, Brunne, Maier, & Warren, 2005).

Technology forces educators to change the way they teach. Meyers & Jones (1993)

discussed the strategies of promoting active learning in higher education classrooms.

Different teaching strategies such as problem-solving exercises, cooperative student projects,

informal group work, simulations, case studies, and role playing are compiled with a wide

range of technology tools and media resources available through the World Wide Web

(WWW). It is decided that the electronic media specifically can be magnificently integrated

with active-learning strategies in the classroom (Meyers & Jones, 1993).

Technology integration into teaching and teacher education has started in early research

(Baylor & Ritchie, 2002; Bradshaw, 2002; Vrasidas & McIsaac, 2001). The use of technology

in school education was basically initiated by reforming the curriculums and inclusion of

technology into teacher education. It was argued that

“for successful technology integration, there needs to be a shift in pedagogical approaches

and reform of teacher education programs” (Vrasidas & McIsaac, 2001).

A number of teacher development strategies for technology use have been proposed by

Bradshaw (2002). Further evaluation efforts including measures of teacher and student

performance have shown that enhancing teachers’ knowledge and practice of technology

positively improves teaching and learning (Bradshaw, 2002). Another study investigated the

factors that facilitate teacher skill, teacher morale, and perceived student learning in

technology-using classrooms (Baylor & Ritchie, 2002). The study concludes that technology

integration was predicted by teacher openness to change and the percentage of technology use

with others. Teacher morale was predicted by professional development and constructivist use

of technology. Technology impact on content acquisition was predicted by the strength of

leadership, teacher openness to change, and negatively influenced by teacher non-school

computer use.

On the other hand, the best practices to integrate technology into teaching in higher

education have been reviewed (Bates & Poole, 2003). A theoretical and pedagogical model to

assist instructors in making decisions and technology choices for a learning object was

planned. Such technology choice should be based on the relationship between knowledge,

learning, teaching, and the nature of technology. The authors introduced a decision model that

is based on key criteria for selecting appropriate technologies for teaching in higher

education. They also provide guidance for developing and delivering a course using electronic



technology and discuss the organizational and technical support structures that are needed to

back up instructors using technology.

The rest of the paper is organized as follows. Section 2 shows studies and concepts related

to blended learning and virtual classrooms. In Section 3, we discuss the course preparation

and setup which involve the sample courses, the plan of the blended courses used in this

study, the introductory remarks given to the students about the virtual classrooms at glance,

and finally the construction of test/trial sessions to get the students familiar with the virtual

classroom environment. Section 4 investigates the students’ feedback and reflection

specifically on using the virtual classrooms using qualitative and quantitative methods.

Finally, in Section 5 we give conclusions of this paper and remarks towards future directions.

2. Blended Learning and Virtual Classrooms

Blended learning is broadly defined as “replacing seat time in courses with online activities

to achieve learning objectives” (VanDerLinden, 2014). In most of the higher educational

institutions, blended learning is used as a formal educational scheme in which students learn

using traditional face-to-face classes combined with online classes or at least computer-

mediated activities. Both types of learning have become the core elements of educational

systems in higher institutions (Chou & Chou, 2011). Blended learning models in different

disciplines vary in using online activities and technology-based enhanced teaching methods to

achievement outcomes (Chou & Chou, 2011; VanDerLinden, 2014). As can be seen in Figure

1, blended learning combines the best of both worlds: the important aspects of human-based

learning and technology-based innovations.

Figure 1: Blended learning as chain of best aspects from human-based learning and technology-based

revolution)1(

(1) The figure is created by www.globalenglish.com.


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The practice of blended learning includes elements like online and traditional learning

environments, technology, and media for learning content delivery (Deperlioglu & Kose,

2013). Different teaching and learning methods comprised with learning activities suitable for

group and individual, and both of the synchronous and asynchronous interactions are

essentially engaged in blended learning, as demonstrated in Figure 2.

Figure 2: The Practice of Blended learning (Deperlioglu & Kose, 2013)

Using learning management system (LMS) facilitates the interaction among the learners,

and the communication and feedback between the leaners and instructors. Different LMSs

provide different components for instructors and students but all agreed in providing the

means for content upload and organization, communication tools (such as forums, discussion

boards, chats, etc.), and learning activities (such as posting assignments, quizzes, feedbacks,

etc.). Thus, LMS can be considered as an ideal enabler for blended learning as it makes an

important advancement to learning practice (Chou & Chou, 2011).

Amongst many Saudi universities, Taif University makes use of the Blackboard, one of the

famous learning management systems (LMS) around the world. The Deanship of E-Learning

in Taif University provides the Blackboard LMS service )1( with appreciative support to both

of the staff and the students including automatic course openings, student enrollments, and

subscription to different tools and courses. Evidences have shown that LMS can help

instructors improve the efficiency of course delivery and course management. In the Saudi

Arabian context, a study by Al-Qahtani & Higgins (2013) investigated the effect of the three

sides: e-learning, blended learning and classroom learning on students’ achievement. The

study showed that amongst the three learning methods, blended learning has achieved the

highest result in terms of students’ achievement.

Furthermore, LMS has guided blended learning in many disciplines (Duque et al., 2013;

Farley, Jain, & Thomson, 2011; Hsu & Hsieh, 2011, 2014; Kavadella, Tsiklakis,

Vougiouklakis, & Lionarakis, 2012) including computer and engineering courses (Deperlioglu

& Kose, 2013).

(1) Lms.tu.edu.sa.



LMS helps to create virtual classrooms, offices and meeting spaces that open more

possibilities to more students, wherever they are. Offering exciting new approaches to

learning while involving each student on an individual level.

One of the tools provided in Taif University is the availability of virtual classroom

environment through using the Blackboard Collaborate tool. According to the Blackboard

official website, Blackboard Collaborate “offers a more collaborative, interactive, and mobile

learning experience that constantly evolves, and you’ll keep everyone engaged like never

before”. According to the Encyclopedia of the Sciences of Learning, a virtual Classroom is a

private online meeting space for synchronous (real-time) learning activities ("Virtual

Classrooms," 2012). Virtual classrooms enable educators to adore the importance of

communication and organization in managing virtual caseloads, and monitoring student

learning remotely through the effective use of learning management system features. Figure 3

shows the basic components of a virtual classroom.

Figure 3: Basic components of a virtual classroom

)1(

The protocol of virtual classrooms involves the following steps, as exemplified in Figure 4:

1. The process starts with a request of class information (via the virtual classroom software

manager) by the instructor and the students.

2. The query is searched in an institutional class database.

3. The information is retrieved and sent back to the instructor and the student.

4. The content is shared between the instructor and the students, and collaboration can be

made among the leaners.

(1) Image retrieved from: http://www.timelesslearntech.com/virtual-classroom.php.


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Figure 4: Basic components of a virtual classroom)1(

In general, virtual classrooms allow various kinds of verbal and nonverbal communication

between tutors and learners (Allmendinger, Kempf, & Hamann, 2009), and in different areas

(Upadhyay, Chand, & Chaudhary, 2013). Virtual classrooms help to create an open,

education-focused online collaboration platform that provides a wide spectrum of online

collaboration tools including web conferencing, mobile collaboration, instant Messaging,

voice authoring, and Seamless Integrations.

Other features of the virtual classrooms offered via the Blackboard Collaborate include:

• Use emoticons for interactive online training.

• Instant application sharing during virtual training and classroom sessions.

• Real-time online classroom polls with instant results.

• Raise a hand to ask a question.

• Easy-to-use whiteboard and virtual markup tools for everyone in the classroom.

• Download online classroom presentations as PDF.

• Online training evaluations and tests.

• Breakout rooms for student group exercises.

• text chat where students can type what they would like others to see in real time.

• Shared information where educators and learners can write comments and draw pictures

in real time.

(1) Image retrieved from: http://www.itiqsolutions.com/products/education/.



• Presentation capability whereby instructors have multiple options for presentation of

content from audio/video/multimedia lectures, to self-guided power points.

• Audio to share information with a microphone and speakersblackboard12.jpg.

• Breakout rooms which can be used as a way of breaking the session into or more sub

rooms where people can listen to a guest speaker, ask questions, or just interact in a

smaller setting.

3. Course Preparation and Setup

3.1 Sample of Study

Two courses were planned to use the virtual classrooms. The first course is entitled Web

Systems which contained two sections with 44 and 47 enrolled students, respectively. The

second course entitled Computing Ethics was divided into four sections with the following

numbers of students: 35, 38, 72, and 49, respectively. The total number of students in the

sample was 285.

3.2 Plan of Blended Course

The plan of the sample courses was designated to give each section 42 hours of theory

classes. The Web Systems course included an additional two hours of lab exercises. Each

course in the sample was composed of a blended teaching and learning as follows: 31-hour

face-to-face classes plus 11-hour online classes. Such division makes no more than 25% of

the total hours to be conducted online according to the regulations by the ministry of higher

education (MOHE) in Saudi Arabia. Based on such blend, each section was taught a 2-hour

face-to-face lecture via a weekly traditional classroom. Besides, each section was given a 1-

hour online class via the Blackboard Collaborate in the same week. The online sessions were

usually held after the face-to-face classes. Such online meetings aimed mainly to support the

given theoretical concepts, to solve more problems, and/or to introduce and even touch

interesting topics or discussions. The plan of the blended courses was stated clearly in the

course syllabus given to each student and was described verbally to each section during the

first lecture of each course.

3.3 Exploration of Virtual Classroom

Steps to enter the virtual classrooms were all described to the students using Twitter

announcements through a course hashtag. Students were guided to explore the components of

a virtual classroom. The participants’ user interface of Blackboard Collaborate was

announced to the students in Twitter as shown Figure 5. Moreover, students were assisted and

guided on how to interact with the Blackboard Collaborate virtual classrooms using

interaction and emotions tools. Figure 6 shows the picture that clarifies the meaning of

different interaction tools which was announced to the students as well.


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Figure 5: User Interface of Blackboard Collaborate

Figure 6: Blackboard Collaborate Interaction Tools

3.4 Test/Trial Session

After introducing the Blackboard Collaborate to the learners, a test (or trail) session was

created in the first week of each course. Students were helped and assisted by the instructor

during the office hours to solve problems and download Java in order to run Blackboard

Collaborate via the test session. Three simple steps were given to the students in order to open

the test session for the first time, as shown in Figure 7. By the beginning of the second week

of each course, the learners get ready to use the virtual classrooms successfully.



Figure 7: Steps to open Blackboard Collaborate

4. Students’ Feedback and Reflection

This section discusses the findings of using virtual classrooms in teaching the

abovementioned courses to CS and IT students. We obtained reflection and feedback from the

students using two evaluation methods: qualitative and quantitative. The data obtained is

mainly aimed at the investigation of virtual classrooms benefits to the learners to support their

blended learning. The investigation focused on three factors: understanding, involvement, and

weaknesses. In the following, section 4.1 shows the reflection obtained from the students

using quantitative methods, whereas section 4.2 explores the qualitative data obtained to

investigate the students feedback on using the virtual classrooms.

4.1 Reflection Using Quantitative Method

We used a questionnaire to evaluate the students’ understanding of the topics discussed

using the virtual classrooms, students’ ability to involvement with the virtual class, and the

difficulties faced by the students. Such factors were assessed using 7 different questions (or

phrases) in the questionnaire (written in English and Arabic for the students). The

questionnaire was given to the students using the polling tool available in the Blackboard

Collaborate. Using this polling tool, students’ responses were obtained concurrently and

analyzed instantly. The poll was given after the last online lecture in the Web Systems course,

using a session that joins both sections for getting reflection and evaluation. The sample

contained about 60 students (52 students enrolled to the session at the beginning, then the

number was increased to 62 during the poll).

In the questionnaire, students were invited to enter a choice from A to E to show how

much they feel regarding their understanding and involvement in online classes. The

evaluation scale was: A: Strongly Agree, B: Agree, C: Neutral, D: Disagree, E: Strongly

Disagree. Students can choose one of these options using the polling icon in the interactive

window (after the polling option was initiated by the instructor). They were also informed that

the selection by each student is anonymous as the instructor can display the poll results only.

Table 1 shows the phrases given to the students and their evaluation in percentages. The

phrases 1, 2, 5 and 6 focus on the learners’ understanding factor. The phrase 3 and 4 focus on

the learners’ involvement factor during the virtual classrooms. Lastly, the phrase 7 investigates

the difficulties and weaknesses that the students may face in using the virtual classrooms.


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Table 1: Results from Students’ Reflection on Using Virtual Classroom (Questionnaire and Data)

Phrases Student Evaluation

1

I am able to understand the main

content of during the virtual

classroom.

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2

I am able to understand the

detailed explanation of each point

being covered in the virtual

classroom.

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3

I am able to do in-class

exercises/activities during online

sessions.

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4

I am able to hear the lecturer and

understand the talk.

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5

The lecture is organized and slides

are easy to read and understand.

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6

The lecturer uses display mode

then discussion via the virtual

classroom.

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7

I do not face difficulties in using

virtual classrooms.

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4.1.1 Understanding factor

As can be seen from the table, 61% of students strongly agree and 19% agree that they can

understand the main content or points being discussed during the virtual classroom.

Rationally, the percentage should be the same or reasonably higher for the face-to-face

classes. About 3% of the students are neutral and 8% of the students could not respond.

Students who were able to understand the detailed explanation of each point being covered in

the virtual classroom constitutes 57% of the total, 21% are neutral, and 2% are

disagree/strongly disagree. Above 70% of students said that the lecture is organized and slides

are easy to read and understand. Besides, they agreed that that lecturer used the display

teaching strategy then the discussion via the virtual classroom which basically supports their

understanding. Such results are highly encouraging as they show that the learners are able to

understand very well through the online classes.

4.1.2 Involvement factor

While 23% are neutral and 3% disagree, 56% of the students are able to do in-class

exercises/activities during the online sessions. Above 72% of the students are also able hear

the lecturer and understand the talk. The results indicate that the learners can sufficiently

involve into the class.

4.1.3 Weaknesses factor

Regarding the third factor, the reported difficulties were very few as above 86% of the

students confirmed that they do not face difficulties in using virtual classrooms. Most of these

difficulties were reported at the beginning of the online sessions such as downloading Java, or

setting up the mobile apps to run the virtual classrooms smoothly.

4.2 Feedback Using Qualitative Method

For more investigation, the students were asked after conducting several virtual classrooms

in each course about their impression on using them. The following questions:

“ �� !"� #$%�&�� ' (�)*&�+� virtual classrooms ,-*�' ?/�*0�' ,��12�� /�- ?

?3� 456� ��7��8� 9*8�:�� (�*;��<�� (�*�*7=>�”

were tweeted using the course hashtag and several students were able to respond freely.

The students were able to express how much they could benefit from using the virtual

classrooms, and describe their problems without restrictions.

Many students responded and tweeted their opinions. One student said “the class was

awesome and delightful and we have perceived information quite peacefully at home”. A

screen shot by another student shown in Figure 8, who said that “It was so nice. I am happy

for using new technology and new ways in education as there are no problems in

understanding. Thank you so much doctor”. Some students said using virtual classrooms is a

new experience for them and it was good. They also agreed that there were no big

issues/problems during the virtual classrooms, the slides were clear and the sound too.

Some other responses are shown in Appendix A.


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Figure 8: Screen shot during an online session of “Computing Ethics” via Blackboard Collaborate

5. Conclusion and Future Remarks

This paper summarizes an experience of using virtual classrooms in two courses for CS

and IT students. A blended course plan was proposed and applied. All learners were

encouraged to give their feedback on using online sessions conducted weekly for each

session. Students’ feedback was greatly promising and reflected their ability of understanding

and involvements. Few students face difficulties or express weaknesses in using the virtual

classrooms.

Future remarks can be summarized in two points:

• Conducting a minimum of 15% of CS and IT courses online using virtual classroom

environment is very useful in order to allow for more active and interactive roles of the

learners.

• Deciding which type of instructional activities to be conducted online is critical to

achieve full advantages of instructional technology tools.

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Appendix A: Sample of students responses on Twitter

1 @athbatalmabsam @SalhaAlzahraniT U�8� �= ��G5 S8�V

2 @Reemo0o0o0o0o @SalhaAlzahrani W��G5 S8�V W �� X.�( YZP�G S��8 [��8� T Q

3 @Miimx_3 @SalhaAlzahrani \T ]U�8�� , ��1; `F#>a, b�= ��7�c �31= "

4 @EN__9 @SalhaAlzahrani �A �d3A �9 ��= �9Fe5 ��1$ _ W��(7 ��8 f [��8� !

5 @ReemOufi @SalhaAlzahrani ��d�* "dP ��$5 "H8. X� ��5 �;�� :G Fg(� h�#, i�P�, �A j�+,5 �8�G5 �1�k X.�( �= T �HD

�A8�k �=F. "A��

6 @Ghlaa2022 @SalhaAlzahrani Y��(7 [9 T ��. ,,b�= �1��k �9Fe X.�( �� 5 "'��1 "�� X.�(,,j* "# �� +

��AG b�= �� ,,�>P�A45!!

7 @Fatoo @SalhaAlzahrani ]U�83� jg( ��l j�+� :G ?�. �� h�( S82� :G Fg(� ~

8 @ghaid1993 @SalhaAlzahrani P�A, &�. �;�3� �G X�d m �n h� ��n5 o�(� ? 7�8, �B p+d� ��+� Y�*5 �1q�� r

�� m s�>P�A�

9 @CLASSICO_A_ @SalhaAlzahrani ��G �31= ,�'��* t S=�G iL u$ ��AG �� !��(7 ` [d8� F#v

10 @o3jobh @SalhaAlzahrani W��(7 ^ �= �1��k !!�2� :G Fg(� 7��w4 x; ��y; z � [��8�

11 @Geedo2012 @SalhaAlzahrani S1�k �=♥♥W��(7 ` j* T Uo= ��jg( �.��5 �{ �A8�H�� Q

12 @nada20135 @SalhaAlzahrani W��(7 S��8 [��8� j�+� :G ?�. �� = S8��.5 S8�V

13 @Afnan__3 @SalhaAlzahrani a new experience for me & it was gd , there is no problem the slide was

clear & the sound also

14 @aljoman1_

@SalhaAlzahrani 7 �|�;� ! :G :#}� ~5 S$)' X 5�$ �#d> � &A� "1* 0d39 �31w1 `��$ N�; :; �D�'

,, �31n 6��. �89 �l [ �

@aljoman1_

@SalhaAlzahrani �l5 `�|; �d-, h� pA}� �F*� �31= � �$� h� h�#G��9!!

@aljoman1_ It's ok. You can attend with the other sessions as will be announced later on

Twitter

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